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1.
M.C.M. Ehren J.E. Gustafsson H. Altrichter G. Skedsmo D. Kemethofer S.G. Huber 《比较教育学》2015,51(3):375-400
In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the scheduling and frequency of visits (using a differentiated or cyclical approach), the evaluation of process and/or output standards, and the consequences of visits, and how these models lead to school improvement through the setting of expectations, the use of performance feedback and actions of the school's stakeholders. These assumptions were tested by means of a survey of principals in primary and secondary schools in these countries (n?=?2239). The data analysis followed a three-step approach: (1) confirmatory factor analyses, (2) path modelling and (3) fitting of multiple-indicator multiple-cause models. The results indicate that Inspectorates of Education that use a differentiated model (in addition to regular visits), in which they evaluate both educational practices and outcomes of schools and publicly report inspection findings of individual schools, are the most effective. These changes seem to be mediated by improvements in the schools’ self-evaluations and the schools' stakeholders’ awareness of the findings in the public inspection reports. However, differentiated inspections also lead to unintended consequences as principals report on narrowing the curriculum and on discouraging teachers from experimenting with new teaching methods. 相似文献
2.
In many countries the need for education systems and schools to improve and innovate has become central to the education policy of governments. School inspections are expected to play an important role in promoting such continuous improvement and to help schools and education systems more generally to consider the need for change and improvement. This article aims to enhance our understanding of the connections between school inspections and their impact on school improvement, using a longitudinal survey of principals and teachers in primary and secondary education. Random effects models and a longitudinal path model suggest that school inspections in particular have an impact on principals, but less so on teachers. The results indicate that the actual impact on improved school and teaching conditions, and ultimately student achievement, is limited. Schools in different inspection categories report different mechanisms of potential impact; the lack of any correlation between accepting feedback, setting expectations and stakeholder sensitivity and improvement actions in schools suggests that the impact of school inspections is not a linear process, but operates through diffuse and cyclical processes of change. 相似文献
3.
Melanie Ehren Jane Perryman Nichola Shackleton 《School Effectiveness & School Improvement》2013,24(2):296-327
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes “good education” for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education. 相似文献
4.
Impact of school inspections on improvement of schools—describing assumptions on causal mechanisms in six European countries 总被引：1，自引：0，他引：1
M. C. M. Ehren H. Altrichter G. McNamara J. O’Hara 《Educational Assessment, Evaluation and Accountability》2013,25(1):3-43
School inspection is used by most European education systems as a major instrument for controlling and promoting the quality of schools. Surprisingly, there is little research knowledge about how school inspections drive the improvement of schools and which types of approaches are most effective and cause the least unintended consequences. The study presented in this paper uses interviews with inspection officials and a document analysis to reconstruct the “program theories” (i.e. the assumptions on causal mechanisms, linking school inspections to their intended outcomes of improved teaching and learning) of Inspectorates of Education in six European countries. The results section of the paper starts with a summary of the commonalities and differences of these six national inspection models with respect to standards and thresholds used, to types of feedback and reporting, and to the sanctions, rewards and interventions applied to motivate schools to improve. Next, the intermediate processes through which these inspection models are expected to promote good education (e.g. through actions of stakeholders) are explained. In the concluding section, these assumptions are critically discussed in the light of research knowledge. 相似文献
5.
School inspection is an external evaluation method that aims to promote the improvement of instruction in several European countries. One typical feature of a school inspection is classroom observation. In order to improve the effectiveness of school inspections in enhancing classroom practices in Lower Saxony (a large federal state in Northern Germany), a follow-up classroom observation was implemented at several secondary schools. The aim of the current study was to evaluate the effects of this treatment on lesson development and its perceived usefulness using an online questionnaire. In total, 436 teachers in the treatment group and 161 teachers in the control group participated in the study. The results show a very small effect of follow-up classroom observations on lesson development in schools. Teachers rate the usefulness of this intervention as rather low. However, follow-up classroom observations seem to have a larger impact on lesson development in schools with a lower level of cooperation among teachers. 相似文献
6.
Approximately one‐third of all maintained secondary schools in England, and a smaller tranche of nursery, primary and special schools, were inspected under the arrangements set out in Section 9 of the 1992 Education (Schools) Act by the end of 1994. This article reviews some aspects of quality assurance in the national inspection system in England. It looks in particular at the improvement of inspection and at improvement through inspection. Continuous improvement of the inspection system reflects feedback from key stakeholders, as well as work by OFSTED to incorporate new developments. Improvement through inspection, broadly defined, has to cover both what occurs at the individual school level and in the system at large as a result of inspection. We argue that an effective inspection system can provide a powerful incentive for, as well as directly contributing to, school improvement and development 相似文献
7.
Throughout Europe, school inspection has become a visible means of governing education. This education and inspection policy is mediated, brokered, interpreted, and learned through networked activities where the global/European meet the national/local, giving national and local “uptake” a variety of characteristics. We explore the local features of this “uptake” as processes of learning in the interaction between schools and inspectors in Sweden. Drawing theoretically on Jacobsson’s notion of governing as increasingly done through meditative activities and on Leontiev’s activity theory, we suggest that school actors learn compliance through diverse emotions provoked by inspection processes in different local settings. Based on observations of inspections, interviews with teachers, head teachers and inspectors, documents, reports, and decisions, we portray how governing education is done through inspection processes in two Swedish schools. The case narratives underscore the importance of local context in these governing and learning processes. 相似文献
8.
Sutham Cheurprakobkit Robert A. Bartsch 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):235-250
This statewide study surveyed 215 principals of middle schools and high schools in Texas, USA. It examined the effectiveness of activities on school crime by three main methods: (1) what activities the school was doing to combat crime (e.g. police/guards, school uniforms, metal detectors, drug education programmes, character education programmes, closed campus, surveillance, student court activity, rewards for attendance, etc.); (2) cooperation with outside sources (i.e. police, parents, school district, judicial branch); and (3) principals' comments on what helps and hurts school efforts to alleviate school crimes. Data from these principals regarding drug crime and interpersonal crime in schools were correlated with the data on school activities and outside cooperation. The study also used nine critical elements of promising violence prevention programmes introduced by Dusenbury et al., as a framework to evaluate Texas school measures to combat school crimes. The study's findings and policy implications were discussed. 相似文献
9.
1998年发布的《科瑞克报告》(Crick Report)将公民教育从2002年开始纳入英国中学必修科目,将公民预备教育也作为小学教育评估的考察内容.无论是老牌民主国家,还是诸如东欧、中欧和拉美等新兴民主国家都认为,民主就其本质而言是脆弱的,它有赖于全体公民的积极参与.本文考察了欧洲及国际视野中的民主公民教育(EDC)背景、英国民主公民教育内涵和英国民主公民教育四大核心主题,分析指出英国民主公民教育所面临的挑战. 相似文献
10.
Steve Sider Kimberly Maich Jhonel Morvan Mélissa Villella Paul Ling Chantelle Repp 《Journal of Research in Special Educational Needs》2021,21(3):233-241
As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals’ professional leadership in fostering inclusive schools. As a result, this article’s significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools. 相似文献
11.
本文在梳理了前人关于教育管理理论、创新理论及校长学理论与实践成就的基础上,对基础教育面临的挑战、中学管理的弊端,以及作为校长应如何应对挑战、进行管理创新等问题进行了研究探讨;并对中学管理创新和校长引领作用的模式和方法进行了分析论证.最后形成了既有逻辑分析、实证分析,又有操作案例支持的理论与实践相结合的成果. 相似文献
12.
Marcus Pietsch Markus Lücken Franziska Thonke Stefan Klitsche Frank Musekamp 《Zeitschrift für Erziehungswissenschaft》2016,19(3):527-555
Indicators and instruments for determining and measuring school quality within inspection systems are usually based on frameworks for inspection. These frameworks rely heavily upon school and teacher effectiveness research. Thus, a central assumption is that the effectiveness and improvement-oriented school conditions, as measured within an inspection, are related to student achievement. It is unclear if this assumption really holds true, as empirical evidence is still lacking. This study uses data from a random sampling of schools (n = 37) and teachers (n = 1663) and the achievement data from students (n = 23,943) to validate the interpretations and uses of school inspection results regarding the factor school leadership. The study follows Kane’s argument-based approach for validation. Results reveal that principals of schools with recurrent high student achievement very often demonstrate instructional leadership. It is evident that these principals are also leading in a fundamentally different way from principals in schools with lower achievement in that they lead with the specific school context in mind. The study demonstrates that it is possible to make inferences from scores provided by school inspections and to generalize from them. However, this generalizability does not extend to making extrapolations or decisions based on these scores. The analyses make it clear that providing feedback solely on the strengths and weakness of a school is insufficient when it comes to stimulating school improvement through inspection. 相似文献
13.
This article seeks to provide an insight into the role of school principals dealing with newly multicultural and multi-faith student populations by drawing on a mixed-methods study on state-funded multi-denominational community national schools in Ireland. The study explores the extent to which school principals address the increasing social and cultural diversity in their schools by helping to establish inclusive and supportive school environments. The study identifies the main agents in shaping the school culture, and how the multi-denominational ethos is experienced by students. The article endeavours to provide academics and practitioners with a better understanding of the importance of leadership in shaping school climate that promotes a sense of belonging for all the students. 相似文献
14.
Jeffrey Brooks Hall 《Journal of educational administration and history》2018,50(4):364-378
ABSTRACTState school inspection in Norway is currently changing with targeted schools becoming subject to more complex methods of inquiry. Not only school principals but middle leaders are exposed to this shifting system, for the latter are in the frontline of their schools’ everyday practices. The article examines how state school inspection is used as means of controlling legal compliance, as well as evaluating the formative assessment routines and practices of schools, middle leaders, and individual teachers. Drawing on the concepts of accountability and performativity, field observations of inspectors interrogating department heads in primary education are analysed. The empirical study demonstrates how use of standardised rubrics steer the inspection process in schools, aiming more towards completing on task, rather than supporting middle leaders in their struggle to comply with legal standards. During such interrogation, the department heads comply with the system, and are at the same time open towards the inspectors’ questioning concerning the school’s lack of fully implemented routines. 相似文献
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16.
用自编的中学心理健康教育调查问卷对贵州省1590名校长、教师和学生进行调查，结果表明，贵州省心理健康教育的管理状况为：(1)师资力量薄弱；(2)流于形式，缺乏深入、扎实、有效的管理工作；(3)地区和学校差异明显；(4)影响心理健康教育管理水平的因素较多。根据研究结果，提出了相应的教育对策。 相似文献
17.
《Critical Studies in Education》2013,54(3):273-285
The launch of the Independent Public Schools (IPS) programme in Western Australia (WA) in 2010 reflects the neoliberal policy discourse of decentralisation and school self-management sweeping across many of the world’s education systems. IPS provides WA state school principals with decision-making authority in a range of areas, including the employment of staff and managing school budgets. Using an analytical toolkit provided by Michel Foucault and Foucauldian scholarship, this article examines how the IPS programme functions as a regime of government and self-government. Data collected from two IPS principals is used to examine the subjective effects of power as it is exercised in the IPS regime. The article finds that the IPS initiative introduces new possibilities for principals to actively participate in practices of self-formation, through which these principals self-steer, exercise their freedom and govern themselves and their schools. It illustrates how governmental mechanisms depend on, harness and shape the autonomy of these principals, and how their individual practices of self-government align with neoliberal governmentalities. 相似文献
18.
Kulsoom Jaffer 《Prospects》2010,40(3):375-392
This article traces how the concept of educational inspection has evolved in Pakistan, especially in the province of Sindh,
and discusses whether the existing inspection system helps to improve quality and establish accountability. The inspection
system that originated in colonial days has evolved to incorporate the notion of using supervision to provide a range of support
to school-based efforts to improve performance. The shift, however, has been in terminology only, since it has not signalled
a major shift in how the job is carried out in practice. The article argues that as a strategy for establishing accountability
and improving quality in education, inspection and supervision rely on several interdependent variables. Improvements in educational
quality will require a balance among three factors: the availability of relevant and adequate physical, human, and financial
resources; effective and empowered leadership; and functional monitoring, evaluation, and professional support for schools. 相似文献
19.
Helena C. Araújo Eunice Macedo Sofia A. Santos Alexandra O. Doroftei 《European Journal of Education》2019,54(1):151-162
This article addresses Early School Leaving (ESL) as a phenomenon that is identified in the EU and European countries such as Portugal as being the result of school disaffection that can be associated with social and educational problems. The relevance of this problem at the European level is highlighted by the large number of European guidelines on the matter and by the inclusion of ESL as one of the main questions to be addressed by the Horizon 2020. Based on interviews, this article questions possible relationships between how principals perceive both ESL and the measures to deal with it and the culture of the school as an identity of differentia specifica (ethos). It should be emphasised that the approaches of these principals to ESL and the school‐based practices addressing it are quite diverse and relate to the ethos of the schools; students’ trajectories and the complex relationship between education and the labour market. The principals manifest their investment and implication in the provision of adequate measures for their specific contexts and see teachers and external partners as key actors. 相似文献
20.
“互联网+教育”是推动教育变革的有效手段之一,通过互联网可促进优质教育资源均衡发展,有利于实现区域基础教育的均衡发展,但这要求中小学校长要具备较高的信息素养和综合应用信息技术进行学校管理的能力。开展相关培训是提升中小学校长信息素养的一种有效方式,基于对“三区三州”中小学校长信息素养的调查分析,通过基于设计的研究活动,开展云南怒江州、四川凉山州中小学校长信息素养提升研究。遵循可适性、设计性、调节性和总结性原则,构建了中小校长信息素养提升模式整体架构,以期为今后的中小学校长信息素养提升培训提供参考,助力区域教育信息化均衡发展。 相似文献